KawiDaycare guide · pedagogy
Luxembourg’s non-formal education framework, explained simply.
In Luxembourg, daycares, mini-crèches, maisons relais (after-school care) and childminders do not choose their pedagogy alone: they follow the national reference framework for the non-formal education of children and young people. Here is what it says, without jargon, and what it changes in practice for a centre. Its language strand is covered in our guide to multilingual education in daycare.
What it is, and who must follow it
In 2016 the State set up a system of pedagogical quality, provided for by the amended law of 4 July 2008 on youth, with this framework at its core. It is binding on childcare services (SEA) and mini-crèches, on childminders who accept the chèque-service accueil (childcare voucher), and on State-funded youth centres.
It sets goals, not methods: the text deliberately leaves each centre plenty of room to build in its own concepts.
The image of the child: an actor, not a container
The framework sees the child as competent and curious, learning both independently and with others. It describes children as co-constructors of knowledge, identity, culture and values: they take part in their own learning and in the life of the centre.
Play is central: the text calls it a fundamental form of learning, active and full of discovery. The adult's role is to observe, accompany and shape an environment that makes children want to explore.
What makes non-formal education different
What sets it apart from school, according to enfancejeunesse.lu:
- voluntary participation and openness: the child chooses, nothing is imposed like a curriculum;
- participation and a focus on the person;
- learning by exploring, focused on the process rather than on an outcome;
- learning in partnership, through relationship and dialogue;
- autonomy and a sense of self-efficacy.
The fields of action: what every child should experience
The framework describes six areas of experience:
- emotions and social relationships;
- values, participation and democracy;
- language, communication and media;
- aesthetics, creativity and art;
- movement, body awareness and health;
- natural sciences and technology.
The official website adds a seventh strand, transitions (from family to daycare, from daycare to school): see the fields of action on enfancejeunesse.lu (in French).
Languages: Luxembourgish as a foothold
The framework starts from a fact: Luxembourg is multilingual, and family languages sit alongside the three official ones. It asks centres to value the languages spoken at home while familiarising children with Luxembourgish and French.
Luxembourgish is presented as a factor of integration and a springboard to German, the language children learn to read in at school. French comes through early, practical and playful contact. This is the basis of the multilingual education programme tied to the childcare voucher.
What it means for a centre: quality assurance
For a daycare or mini-crèche, the framework translates into four obligations (quality assurance, enfancejeunesse.lu, in French):
- a written general action concept (concept d'action général): goals and pedagogical approach, daily practice, quality steps, partnerships. It is valid for 3 years, and the next one must be submitted at least 6 months before it expires (official details);
- a logbook (journal de bord) documenting the pedagogical work, now kept on the eduAccueil platform;
- mandatory continuing training for socio-educational staff;
- an external evaluation by the ministry's quality advisers (formerly called regional agents).
Planning to open a centre? The action concept is part of the project, just like the licence: see the steps to open a daycare in Luxembourg.
A project in your centre?
The daycare version is being built with the teams. Let us talk about your setting.
Talk about your centre